374 Teaching English as a Foreign Language For Dummies
student (continued)
names, 321
one-to-one lessons, 275–280
respect for teacher, 23
special needs of, 127
as teacher, 337
test construction, 269
types of, 10
study skills, 307–312
style, writing, 110
subject, of sentence, 158–159, 212–213
subject pronoun
sentence structure, 212, 215
verb tense, 228–229, 233
subordinating conjunction, 225
suffi x, 54, 315
summarising, 147–148, 192, 311
supermarket game, 340
survey, 98–99
Swan, Michael (Practical English Usage), 342
syllable, 104, 173, 178, 281
syllabus, 26, 56, 57
symbol, pronunciation, 173–177
synonym
defi ned, 76
exam courses, 314
phrasal verbs, 252
presentation of concept, 81–82
syntax, 76, 314, 330
synthesising, 302
• T •
tabloid, 81
Taboo game, 347
tax, 277
teacher
basic skills, 11
characteristics of, 22, 28, 29, 36
common fears and concerns, 17, 19–29
gap-year training, 15, 16
in-house training, 43
language knowledge, 19
one-to-one lessons, 277–279
open pairs activity, 87–88
personal information, 338
personality, 22, 23, 126, 278
published resources, 115–116, 342–347
relationship with students, 278, 322–324, 338
student as, 337
students’ expectations of, 27–29
students’ fancy for, 132
students’ respect for, 23
training courses, 34–44
training levels, 32
teacher qualifi cations
career ladder, 16
job market, 11, 12
teachers’ common concerns, 21
unqualifi ed teachers, 32–34
Teacher Talking Time (TTT), 64–66
teacher’s book, 117, 291
Teaching English as a Foreign Language
(TEFL)
benefi ts of, 1, 10
need for, 9
trends in, 13
teaching method
grading process, 56–58
importance of, 23–24
increasing diffi culty, 24–25
relevant language, 27
role playing, 26–27
small groups, 26–27
student involvement, 64–66
training courses, 37
vocabulary, 26
teamwork, 321
teenager, 294
TEFL initiated teacher, 34
TEFL Training (teacher training provider), 41
TEFL.com (website), 45
temperature, room, 127
template, 163–165, 349
tense. See verb tense
Test of English as a Foreign Language
(TOEFL), 302–303
Test of English for International
Communications (TOEIC), 307
testing students
achievement tests, 269–271
alternatives to testing, 273
correction procedure, 113–114
exam classes, 268, 313–315
feedback sessions, 272
general English exams, 304–307
importance of, 265
marking process, 272
needs assessments, 265–267, 280–281, 352
profi ciency tests, 267–269
